...use to gain higher levels of civil rights in the United States of America. It is arguable therefore that the support from Presidents and Congress over the time period of 1896 to 1941 was crucial to progress and the development of African American rights. However whether there was a lack of support which caused “little progress” or other factors such as deep racist attitudes in the south which were the cause of no development between 1896 and 1941. The Presidents can be seen as a main reason for little progress being made with African American rights between 1896 and 1941. Firstly there is the Booker T Washington case. President Theodore Roosevelt paid very little attention to the growing African-American concerns. He did however make consultations with Booker T. Washington in 1901, but, these were very empty gestures as they produced no significant action on rights for african americans. Much of the general public was disgusted that the President had met with Booker T. Washington and this is much evidence of a strong racist under current which undermined much of all that happened in the USA, despite this Congressmen and Presidents did to try and help rights for blacks. Another example of were Presidents have hindered rather than helped the African American movement is Woodrow Wilson. President Woodrow Wilson was an open racist; he made this clear by segregating the civil service workers, he praised the “work” of the Ku Klux Klan during the period of reconstruction. The same...
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...To what extent was the Federal Government responsible for improving the status of black people in the United States in the years 1945-1964? In the years 1945 to 1964, the Federal Government was becoming more involved in helping the Civil Rights Movement. The Presidents in these years were the first to help the status of African Americans since Abraham Lincoln abolished slavery. Truman deesegregated the armed forces, Eisenhower created 2 civil rights bills, Kennedy put a civil rights bill on his agenda, and this was completed by Johnson. The courts were also heavily involved, making de jure change in many court cases, such as: Brown v. Board of Education, Brown II, Sweatt v. Painter etc. Also, bills that were proposed by the Presidents were passed through Congress, which showed that the traditional views of Congress were changing and were looking to help improve the status of African Americans. However, the Federal government was not solely responsible for improving the status of African Americans. Civil Rights groups such as the National Association for the Advancement of Coloured People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-Violence Co-ordinating Committee (SNCC) and Congress of Racial Equality (CORE) were starting to take action to improve the status of African Americans, through courts and direct action. As well as this, media played a significant role in the improvement of status of African Americans, as they showed the protests and how bad...
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...Northern and Southern states had improved but only to a minor extent. America in the 1800’s, was a country riddled with hypocrisy when it came to the treatment of black people, particularly in the South. The notion of the founding principals of America were that “all [people are] born with the same unalienable rights to life, liberty, and the pursuit of happiness” however, this was far from reality. There were some significant political improvements from 1863-1870 following the the Emancipation Proclamation declared by President Lincoln in 1863. Also, African Americans were granted citizenship and the right to vote as a result of the 14th and 15th amendments. However, with a society inundated by Jim Crow Laws – which enforced segregation – ex-slaves were far from liberated. Within the Southern States such as Georgia, Mississippi and South Carolina, white supremacy had been entrenched and southern racists were able to devise ways of oppressing black people, irrespective of the Federal law. A specific example of this is the Plessy v. Ferguson case (1896) which stated that segregation was constitutional according to the principal of 'separate but equal'. As justifiable as it may have seemed, segregation resulted in inferior educational and public facilities for black Americans which inevitably, caused an increase in discrimination from white Americans. Despite the overwhelming political opposition demonstrated towards African Americans, there were organisations that assisted African...
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...Introduction Racial disparity and discrimination is not a new concept to any nation. In fact, many were built on the back of slave labor, whether the slaves were indigenous peoples or imported bodies. While many nations have undertaken measures to overcome racial disparity, others have encouraged racial democracy. Brazil, a modern and industrialized nation, suffers from racial discrimination based on their position in the world economy and built on the ideology of the past. History Brazil’s history is rife with racism and slavery, dating back to its discovery by Pedro Alveres Cabral in 1500. Brazil was originally settled with the intention of harvesting Brazilwood. However, over time the profits from that were supplanted by sugar, which soon became the major export (Phillips 117). Over a short period of time, Brazil became the leading producer of sugar in the Atlantic world. The production of all these exports meant cheap labor was needed. During this time, the Portuguese were sending between 4,000 and 5,000 slaves per year to Brazil from Angola and West Africa; by the 18th century, one million slaves had been imported (117). The continually shifting landscape meant that Brazil’s exports continued to shift. By the time the 19th century came around, Brazil’s major export was coffee as sugar production had shifted to the Caribbean Islands. The continued influx of European slaves and citizens resulted in an uneven population. European labor was generally more skilled...
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...3 Sources of Moral Obligation by Josephson Institute on February 14, 2011 A duty is an obligation to act in a certain way. When the obligation is based on moral and ethical considerations, it is a moral duty. Often we think about moral duties in terms of rules that restrain us, the “don’ts,” as in don’t lie, cheat, or steal. Such rules comprise the so-called negative dimension of moral duty because they tell us what not to do. Since ethics is concerned with the way we ought to be, however, it also includes an affirmative dimension consisting of things we should do — keep promises, judge others fairly, treat people with respect, kindness and compassion. Sources of Moral Obligation Moral obligations can arise from three sources. The first, strangely enough, is law. 1. Law-Based Moral Obligations. Good citizens have a moral as well as a legal obligation to abide by laws; it is part of the assumed social contract of a civilized society. If a law is unjust, however, (such as those that mandated ethnic and religious persecution during the Nazi regime and those that discriminated against a person on the basis of race in South Africa and elsewhere) there may be a moral obligation to disobey it under the specific and demanding doctrine of civil disobedience. Many, but by no means all, of these moral standards of conduct are so fundamental to healthy social relations that they have been codified into laws. For example, most aspects of the moral duty to not endanger or harm others...
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...The United States of America (USA), commonly referred to as the United States (US), America, or simply the States, is a federal republic[10][11] consisting of 50 states, 16 territories, a federal district, and various overseas extraterritorial jurisdictions. The 48 contiguous states and the federal district of Washington, D.C. are in central North America between Canada and Mexico. The state of Alaska is the northwestern part of North America and the state of Hawaii is an archipelago in the mid-Pacific. The country also has five populated and nine unpopulated territories in the Pacific and the Caribbean. At 3.79 million square miles (9.83 million km2) in total and with around 316 million people, the United States is the fourth-largest country by total area and third largest by population. It is one of the world's most ethnically diverse and multicultural nations, the product of large-scale immigration from many countries.[12] The geography and climate of the United States is also extremely diverse, and it is home to a wide variety of wildlife. Paleo-indians migrated from Asia to what is now the US mainland around 15,000 years ago,[13] with European colonization beginning in the 16th century. The United States emerged from 13 British colonies located along the Atlantic seaboard. Disputes between Great Britain and these colonies led to the American Revolution. On July 4, 1776, delegates from the 13 colonies unanimously issued the Declaration of Independence. The ensuing war ended...
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...HUMAN DEVELOPMENT REPORT 2004 Cultural Liberty in Today’s Diverse World Accommodating people’s growing demands for their inclusion in society, for respect of their ethnicity, religion, and language, takes more than democracy and equitable growth. Also needed are multicultural policies that recognize differences, champion diversity and promote cultural freedoms, so that all people can choose to speak their language, practice their religion, and participate in shaping their culture— so that all people can choose to be who they are. 65 108 166 55 34 82 3 14 91 51 40 138 29 62 6 99 161 134 114 66 128 72 33 56 175 173 130 141 4 105 169 167 43 94 73 136 144 168 45 163 48 52 30 32 Albania Algeria Angola Antigua and Barbuda Argentina Armenia Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bhutan Bolivia Bosnia and Herzegovina Botswana Brazil Brunei Darussalam Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Central African Republic Chad Chile China Colombia Comoros Congo Congo, Dem. Rep. of the Costa Rica Côte d'Ivoire Croatia Cuba Cyprus Czech Republic 17 154 95 98 100 120 103 109 156 36 170 81 13 16 122 155 97 19 131 24 93 121 160 172 104 153 115 23 38 7 127 111 101 10 22 21 79 9 90 78 148 28 44 110 135 50 80 Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Fiji Finland France Gabon Gambia Georgia Germany Ghana Greece Grenada Guatemala Guinea...
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...Critique of Nonviolent Politics From Mahatma Gandhi to the Anti-Nuclear Movement by Howard Ryan (howard@netwood.net) Preface 2 Part I 1 2 3 4 5 6 7 Problems of Nonviolent Theory Nonviolent Philosophy 6 Moral View: Violence Itself Is Wrong 9 Practical View: Violence Begets Violence 13 Nonviolent Theory of Power 21 Voluntary Suffering 24 Common Nonviolent Arguments 34 A Class Perspective 49 Part II 8 9 10 11 12 13 14 15 16 Gandhi: A Critical History Father of Nonviolence 56 Satyagraha in South Africa 59 Textile Strike 66 Noncooperation Movement 1919-22 70 Religious Conflicts 80 Salt Satyagraha 87 Congress Ministries 97 The War Years 101 Independence and Bloodshed 111 Part III 17 18 19 20 Nonviolence in the Anti-Nuclear Movement Nonviolent Direct Action 120 Consensus Decision Making 123 Open, Friendly, and Respectful 136 Civil Disobedience 142 Epilogue 151 Notes 154 ©2002 by Howard Ryan. All rights reserved. Readers have my permission to use and distribute for non-profit and educational purposes. Critique of Nonviolent Politics 2 Preface (2002) Critique of Nonviolent Politics may be the only comprehensive critique of nonviolent theory that has been written. I wrote it between 1980 and 1984, while living in Berkeley, California. Since 1977, I had been active in the movement against nuclear power and weapons which, in California, focused its protests at the Diablo Canyon Nuclear Plant near San Luis Obispo, and at the University of California's Lawrence Livermore Labs where...
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...ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА 4 курс Под редакцией В.Д. АРАКИНА Издание четвертое, переработанное и дополненное Допущено Министерством образования Российской Федерации в качестве учебника для студентов педагогических вузов по специальности «Иностранные языки» Сканирование, распознавание, редактирование Июнь 2007 Москва гуманитарный издательский центр ВЛАДОС 2000 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ББК 81.2Англ-923 П69 В.Д. Аракин, И.А. Новикова, Г.В. Аксенова-Пашковская, С.Н. Бронникова, Ю.Ф. Гурьева, Е.М. Дианова, Л.Т. Костина, И.Н. Верещагина, М.С. Страшникова, С.И. Петрушин Рецензент кафедра английского языка Астраханского государственного педагогического института им. С.М. Кирова (зав. кафедрой канд. филол. наук Е.М. Стпомпель) Практический курс английского языка. 4 курс: П69 Учеб. для педвузов по спец. «Иностр. яз.» / Под ред. В.Д. Аракина. - 4-е изд., перераб. и доп. - М.: Гуманит, изд. центр ВЛАДОС, 2000. 336 с.: ил. ISBN 5-691-00222-8. Серия учебников предполагает преемственность в изучении английского языка с I по V курс. Цель учебника - обучение устной речи на основе развития необходимых автоматизированных речевых навыков, развитие техники чтения, а также навыков письменной речи. Учебник предназначен для студентов педагогических вузов. ББК 81.2Англ-923 2 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ПРЕДИСЛОВИЕ Настоящая книга является четвертой частью серии комплексных учебников...
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